HCPSS Overview of CFIP : Classroom-Focused Improvement Process

1. HCPSS Overview of CFIP: Classroom-Focused Improvement Process

2. Let me start with a story of a man named Jed • Theme song

3. What if Jed didn’t KNOW HOW to drill for that oil he found while hunting for food?

4. “Data Rich but Information Poor” • Jed Clampett’s swamp land was Rich with oil but without the knowledge to drill his family would have stayed Poor. • Let’s look at our situation and educational data.

5. Data Rich Activity • Work with your table to list data that are available. • Highlight the data that are used for instruction.

6. We need to drill down into our data to understand how we can improve instruction.

7. CFIP Overview Outcomes Awareness of … • Essential components and benefits of CFIP • CFIP meeting protocol • Readiness factors for implementation

8. Background • CFIP in HCPSS • Acknowledgement: Dr. Mike Hickey and Dr. Ron Thomas • Online at MSDE website • Professional Learning Communities (PLC) high leverage strategy for collaborative planning

9. “The CFIP Vision” • Use real time (current) data • Build on previous sessions • Use a template to capture team decisions • Uncover whole class strengths and needs • Use differentiation to address student needs • Outcome of quality instructional improvements • A meaningful worthwhile use of time

10. CFIP: Pre-Assessment Yes - No Yes - No You have attended previous CFIP training. You are implementing CFIP or CFIP-like protocol.

11. Sample Item Analysis Report What do you notice from the data? • Summative Assessments • We can choose to use this data in either way. • Formative Assessments • How have you used this type of data report?

12. MSDE mdk12.org website-Intro • http://mdk12.org/process/cfip/video_CFIP_intro.html

13. Classroom-Focused Improvement Process Components and Benefits • High leverage strategy • PLC collaboration • Focus on instruction and student learning • Protocols • Teacher autonomy

14. Race to the Top (RTTT): Increased accountability requirements will demand a differentiated approach. There will be a need for data-based… • Decisions by classroom teachers • School-wide “transformational changes” to school improvement teams BOTH require new processes! .

15. The SUM of the CFIP process Triangulation of Data Student Learning Dialogue Meeting Protocols

16. Triangulation of Data –>Using Multiple Data Sources

17. Why triangulation? • Using multiple types of data… • Reduces anxiety of relying on a single measure. • Gives decisions increased validity. • Provides more frequent evidence for action.

18. Data can be used for two major, but different purposes: Accountability (toprove) Instructional decision making (to improve)

19. The Hierarchy of Data for Accountability Purposes State & National Assessments System Assessments School Assessments Classroom Assessments of Student Work

20. The Hierarchy of Data for School Improvement Purposes Classroom Assessments of Student Work School Assessments System Assessments State & National Assessments

21. CFIP: A WAY TO MOVE SCHOOLSFromTo Blue • Focus on teaching • Emphasis on what was taught • Coverage of content • Curriculum planned in isolation • Infrequent summative assessments • Focus on average scores Instructions: Open the envelopes and align the pieces to the future action.

22. CFIP: A WAY TO MOVE SCHOOLSFromTo • Focus on teaching • Emphasis on what was taught • Coverage of content • Curriculum planned in isolation • Infrequent summative assessments • Focus on average scores • Focus on learning • Fixation on what students learned • Demonstration of proficiency • Shared knowledge of essential curriculum • Frequent common formative assessments • Monitoring individual proficiency on every essential skill

23. CFIP: A WAY TO MOVE SCHOOLSFrom To • Remediation • One opportunity to demonstrate learning • Isolation • Each teacher assigning priority to different learning standards • Privatization of practice • Focus on inputs • Intervention • Multiple opportunities • Collaboration • Teams determining priority of learning standards • Sharing of practice • Focus on results

24. THE GPS/Data ANALOGY GPS-Doesn’t tell us where we are going but rather where we are. We check our GPS multiple times during a trip. We want to approach data analysis the same way to improve instruction.

25. Sources of Achievement Data • Triangulate three types of data: • External Assessment Data (State) • Course-wide Benchmark Assessment Data • Classroom Assessment Data • Supovitz & Klein (2003)

26. Sample Assessment Resources Local Assessments Formative Assessments

27. Dialogue and Team Learning The discipline of team learning starts with “dialogue,” the capacity of members of a team to suspend assumptions and enter into a genuine “thinking together.” Peter Senge (2006)

28. Dialogues should be… • Collaborative • Frequent • Continuous • Increasingly concrete • Precise • Conducted by teams • Informed by data

29. Possible Teams for CFIP Data Dialogues • Grade-level • Vertical • Content

30. Activity-Dialogue Handout Think about a successful data dialogue. What did you hear or see?

31. Protocol

32. What is a Data Protocol ? A protocol consists of guidelines for dialogue – which everyone understands and has agreed to – that permit a certain kind of conversation to occur, often a kind of conversation which people are not in the habit of having. Protocols build the skills and culture necessary for collaborative work. Protocols often allow groups to build trust by doing substantive work together.

33. Activity-Protocol Handout How might protocols help teams navigate difficult conversations?

34. Using a Data Protocol Protocols can help us to navigate difficult and uncomfortable conversations by: • Making it safe to ask challenging questions • Making the most of scarce time • Providing an opportunity for all to be involved • Resulting in an analysis that will lead to positive action

35. NORMS • Each team should develop its own norms. • Norms are a commitment to act in a certain way. • Review the norms until they are routine. • Use as few norms as possible.

36. The Six Steps of the • CFIP Data Protocol • Understand the data source. • Pose a question the data can answer. • Look for class-wide patterns in the data. • Reflect on the class patterns and plan appropriate action to include re-teaching, if needed. • Address individual students’ needs for enrichment and intervention. • Decide on at least one way that instruction will • be improved in the next unit.

37. CFIP Video Viewing Activity • Use the CFIP template to read each step prior to viewing. • 2. After viewing, for TWO minutes discuss your observations with others at your table. • Record on a white slip of paper the step number and any comments or questions.

38. MSDE mdk12.org website • http://mdk12.org/process/cfip/video_CFIP_intro.html

39. CFIP Template

41. Reflection Guide Use to guide re-teaching and to identify future instructional changes.

42. CFIP Template - Table Discussion Compare this template to other protocols? How is it similar? Different?

43. Readiness

44. CFIP Self-Assessment Activity Fill out the Self-Assessment Form (readiness Factors)

45. Readiness Factors Part 1 Leadership and Participation “If you don’t change the direction you are going, then you’re likely to end up where you’re heading …” John C. Maxwell

46. Readiness Factors Part 2 Data Conversation Structure

47. Readiness Factors Part 3 Data Analysis Process

48. Readiness Factors Part 4 Planning and Follow-Up

49. The Administrative PerspectiveImplementation:Data - Dialogue- Protocol

50. SOURCE: Ellicott Mills Middle School, HCPSS, 2011